|
|
Developing a global partnership for development in contemporary Sub-Saharan Africa
Macháčková, Jana ; Kváča, Vladimír (advisor) ; Kochan, Jan (referee)
The thesis deals with the Goal 8 of the Millennium Development Goals called "Develop a global partnership for development" and monitor its fulfilment in the Sub-Saharan Africa region. The emphasis is laid on three important areas included in the Goal 8 and these are official development assistance, access of developing countries on markets of developed countries and external debt burden of developing states. The aim of the thesis is to capture present development in these areas by selected official indicators, which were set by United Nations, compare their current development with the initial year 1990 and on the basis of available data from past three years assess probable future progress in the mentioned areas. Final part of the thesis includes case study of selected Sub-Saharan countries, Ghana and Lesotho.
|
|
| |
|
| |
|
|
Lesson study - může být užitečná i pro vás?
Doing, B. ; Groves, S. ; Macháčková, Jana
In Japan, lesson study occurs across many curriculum areas, mainly at the elementary school level, and to a lesser extent junior secondary. Lesson study has four phases: goal setting and planning, teaching the "research lesson - enabling the lesson observation; the post-lesson discussion; and the resulting consolidation of learning, which has many far-reaching consequences. It could be said that research lesson make participants and observers think quite profoundly about specific and general aspect of teaching.
|
|
|
Hodnocení představ a znalostí na základě tvoření úloh
Macháčková, Jana ; Tichá, Marie
Fraction is not a simple construct. In this contribution we try to show how we aim in our ongoing investigation at finding out what meanings/subconstructs (part-whole, measure, operator, quotient, ratio) are attributed to fractions by pupils, future teachers and in-service teachers. The starting point is problems posed by respondents. Findings are presented and some suggestions for further research outlined.
|
|
|
Společná reflexe ve vzdělávání učitelů
Tichá, Marie ; Hošpesová, A. ; Macháčková, Jana
In the center of attention will be realization of individual and joint reflection as one of possible ways of increasing professional competences of primary school teachers. Activities of workshop´s participants should contribute to answering the question under which circumstances is carrying out reflection of teaching episodes (on the basis of video recordings and transcripts) a qualified activity and under which circumstances poses the reflection a benefit for the development of teachers´knowledge base.
|
|
|
Společná reflexe jako cesta ke spolupráci výzkumníků a učitelů
Hošpesová, A. ; Macháčková, Jana ; Tichá, Marie
The contribution reports on a case study in which a group of teachers shifted from reflective practitioners to the teacher-researcher via qualified (joint) pedagogical reflection with researchers. Qualified pedagogical reflection includes observation, contemplation and consideration, description and analysis of key elements, evaluation or revaluation, ways of explanation, accepting decisions and determining a new strategy. It creates space for the transition from an intuitive to a conscious and justified teachers´action in mathematics lessons.
|
|
|
Following the path of teachers´competence empovering
Macháčková, Jana ; Tichá, Marie
As the core of the professional growth of teachers we understand the cultivation of their subject-didactical competence. It means empowering the knowledge of subject and its didactical elaboration as well as practical capability. In the contribution we show the differences in individual written reflections of teachers. The contribution of the joint reflection to the improvement of professional competence of teachers is outlined.
|
|
|
Vyučování matematice a kolektivní reflexe
Tichá, Marie ; Macháčková, Jana ; Hošpesová, A.
The core of the paper is an example of the cooperation between two researchers (teacher educators) and one practicing teacher on a teaching experiment (via individual and collective reflections) to illustrate how collective reflection helps to understand the environment of mathematics classroom and thus, in our opinion, to improve teacher´s professionality and the teaching/learning process and also research in didactics of mathematics
|
|
|
Teacherďs competences and action research in mathematics teaching
Tichá, Marie ; Hošpesová, A. ; Macháčková, J.
In the contribution meaningful role of systematic carrying out of self-reflection and common reflection in the professional development of teachers. Reflection and action research are shown as key items in the development of subject-didactic and pedagogical competences of teachers and in improvement of quality of mathematics education and teaching. The base of contribution is a video recording of realisation of teaching experiments designed by teachers themselves.
|
guest ::
